c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
d. What instructional activities did you use during the last school year to teach your students?
a.
●38 The graph below represents the motion of a car as it moves along a straight road for 20 s.
Which statement best describes the motion of the car over the 20 s?
A. The car is initially at rest and
then backs up for 10 s.
B. The car moves 20 m in the first
10 s and then stops.
C. The car travels at a constant speed for 10 s and then decelerates until
it stops.
D. The car travels at a constant speed of 20 m/s and then decelerates until it is traveling at a constant speed
of 15 m/s.
●43 A car is moving at 25 m/s north. Which of the following is a vector quantity?
A. the speed of the car
B. the velocity of the car
C. the potential energy of the car
D. the distance traveled by the car
b.
SIS3. Analyze and interpret results of scientific investigations. c. This standard is primarily addressed in October to November..early in the school year in our department's curriculum. This is such an essential skill, however, moving forward I already am planning to incorporate more inquiry based graphing exercises throughout the entire school year. d. I used a variety of instructional activities to teach my students including lots of hands-on graphing activities and labs involving making distance time graphs with real data.
Workshop 3 - Web 2.0 tools
<embed your video here>
Workshop 4 - Integrating Web 2.0 tools into the classroom
Discuss Students engage in dialogue with one or more peers or the entire class\
interactive white board
I really like the idea of using peer to peer discussion and/or competition using individual dry erase boards to practice objective from Workshop 2 which is helping students understand, interpret, and create graphs
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Activity Type Category
Description of Activity
Online Resource Link
Conceptual Knowledge Building
PBS Interactive Activity on Galileo and making predictions about motion-similar to inquiry based learning we did with marble and ramp in class with Arthur
Make Connections between Findings & Science Concepts/Knowledge Students link their findings to concepts in the text/research publications
Infotrak Student Edition Gale database
Knowledge Expression
Present or demonstrate
Ladibug Document Camera
<Add Stage 1 activity here> Stage 1 Activity: Objective: Every student will be able to make predictions and design an experiment to understand linear motion, both horizontal and vertical
Activity type: Lab
Instructions: Use marble and foam ramp provided to design three simple 'tracks' Design and sketch your three tracks on paper Under the drawing of each track, label where marble will be released and make a prediction about where the marble will stop Now, conduct each trial with marble and ramp and compare actual results to predicted results Explain the motion of the marble with a distance time graph, and acceleration-time graph Explain in one sentence for each trial whether acceleration of gravity played a role in the results
Assessment:
Assessment will be conducted through online tool listed above which is an online assessment where the students have to predict motion based on Galileo's experiments. This coincides perfectly with hands on activity and will provide me with a summative assessment for each student which analyzes their understanding of vertical and horizontal linear motion
ATTENTION: TEACHERS WHO ARE TRYING STAGE 1 ACTIVITY: <Please feel free to post any feedback or comments here> I think this is a great activity that allows students to use their skills of predicting and critical thinking. The online simulation is a great tool to incorporate in this lesson because it allows students to examine/experience the different situations. -Colleen Feehan
Melissa Holland: I love this acitivty. Every year I notice that the kids have a tough time graphing in general. When we begin graphing motion they struggle a great deal. I think designing tracks like we did in class would be very usual and I will def. be doing this next year with my kids. I also loved in the online simulaiton that you can adjust the incline of the planes and the students can see how their ramps worked. Maura Fitzsimmons: What I like about your stage 1 activity is that the interactive reinforces the actual physical activity. I think the repetition is great. Also, the interactive give the opportunity to predict and revise predictions along with providing explanation. In this way, it serves not only to develop conceptual information but also to break down misconceptions students may have!
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Objective(s) – Students will be able to make hypothesis of vertical and horizontal motion using learned knowledge of Newton’s Laws of Motion, test hypotheses using experimentation with many trials and opportunities to manipulate one variable at a time, graph data, and draw conclusions about accuracy of experiment, percentage error and reasoning
Standard – Forces, Newton’s Laws of Motion
Task – You will make predictions about the Motion of a metal ball on a ramp. You will manipulate the length of the ramp and the incline of the ramp. You will predict the distance the ball travels while manipulating these variables.
Materials –foam pliable ramp, metal ball, meter stick, calculator
Procedure –
Use marble and foam ramp provided to design three simple 'tracks' Design and sketch your three tracks on paper Under the drawing of each track, label where marble will be released and make a prediction about where the marble will stop Now, conduct each trial with marble and ramp and compare actual results to predicted results Explain the motion of the marble with a distance time graph, and acceleration-time graph Explain in one sentence for each trial whether acceleration of gravity played a role in the results
Grouping – Students will be in lab groups of four pre-determined by teacher and posted on white board
Another amazing resource: Please watch this video clip:
Galileo's use of the inclined plane to study the motion of objects is one of his most important contributions to science. As this video segment from NOVA illustrates, the inclined plane allowed Galileo to accurately measure the effect of gravity on falling objects and develop a universal law describing this effect. http://www.pbs.org/wgbh/nova/education/physics/galileos-inclined-plane.html
Your investigation activity should integrate:
(Mis)conceptions - a strategy for addressing a common misconception in order to build a sound understanding of the process of science
After watching these videos and testing your hypotheses with several trials, here comes the MOST IMPORTANT PART!!! Did you change your mind about any hypotheses you made? Why? From your data? From Galileo? Your conclusion should provide evidence, reasoning, and clarification on any errors made in calculations, hypotheses proven incorrect, replication suggestions.
Please follow the link to the following series of questions regarding predicting motion in a horizontal and vertical direction
Workshop 7 - Lesson Plan Template
<
Lesson Plan
Understanding the ElectroMagnetic Spectrum with Application to Everyday Life
Your name:
Chelsea Smith
Lesson Title:
Making Our Own EM Spectrum
Grade Level:
10 State Standards:
Interactions of Energy and Matter Lesson Question:
Can students apply learned material to concepts they encounter every day in their lives? Introduction: What is the ElectroMagnetic Spectrum? You will probably be surprised to learn that television waves, radio waves, microwaves, visible light, radar waves are actually all exactly the same thing. We can describe them by their wavelength, frequency, or energy, and they are different only by these numerical values. However, their properties are different simply because of these values. A television wave will pass through the walls of our house, whereas visible light will not. Visible light and radio waves pass through Earth's atmosphere, whereas x-rays don't.
You may want to look through the various websites given below in the student activity as an inspiration to begin this activity
Task:
To construct a class display poster of the EM Spectrum which will include the frequency range, wavelength range, sources of the waves, and applications of the spectrum in that region Process (include all steps of the lesson procedure -- include instructions for using digital media):
Divide into groups of three pre-determined and listed on the board. Your group will be assigned a region within the EM Spectrum to research. You should locate the frequency range, wavelength range, sources of the waves, and applications of the spectrum in that region. Your group should then display your research on the bulletin board paper in the appropriate region by drawing or pasting pictures and including data you deem important. Listed above are some suggested websites to research the electromagnetic spectrum. Go through magazines to find applications of electromagnetic waves in your region.
You can also reference the following power point presentation for additional information
Each group must also turn in a written report on your region of the electromagnetic spectrum giving sources and applications.
Conclusion:
You have accomplished mastery of one region within the EM Spectrum! This activity has helped you apply your knowledge of the concepts, math, and application to every day life. Assessments:
Teacher Notes: One teacher is needed for this activity Groups of three students will provide up to 21 students with one range on spectrum. If more students, groups will be larger than three. A large bulletin board must be provided along with magazines, colored pencils, and glue
Workshop Wiki Page - Chelsea Smith
Workshop 2 - MCAS Assessments & Curriculum Mapping
a. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance.
b. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number.
c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
d. What instructional activities did you use during the last school year to teach your students?
a.●38 The graph below represents the motion of a car as it moves along a straight road for 20 s.
Which statement best describes the motion of the car over the 20 s?
A. The car is initially at rest and
then backs up for 10 s.
B. The car moves 20 m in the first
10 s and then stops.
C. The car travels at a constant speed for 10 s and then decelerates until
it stops.
D. The car travels at a constant speed of 20 m/s and then decelerates until it is traveling at a constant speed
of 15 m/s.
●43 A car is moving at 25 m/s north. Which of the following is a vector quantity?
A. the speed of the car
B. the velocity of the car
C. the potential energy of the car
D. the distance traveled by the car
b.
SIS3. Analyze and interpret results of scientific investigations.
c. This standard is primarily addressed in October to November..early in the school year in our department's curriculum. This is such an essential skill, however, moving forward I already am planning to incorporate more inquiry based graphing exercises throughout the entire school year.
d. I used a variety of instructional activities to teach my students including lots of hands-on graphing activities and labs involving making distance time graphs with real data.
Workshop 3 - Web 2.0 tools
<embed your video here>
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -Discuss Students engage in dialogue with one or more peers or the entire class\
interactive white board
I really like the idea of using peer to peer discussion and/or competition using individual dry erase boards to practice objective from Workshop 2 which is helping students understand, interpret, and create graphs
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
<Add Stage 1 activity here>
Stage 1 Activity:
Objective: Every student will be able to make predictions and design an experiment to understand linear motion, both horizontal and vertical
Activity type: Lab
Instructions:
Use marble and foam ramp provided to design three simple 'tracks'
Design and sketch your three tracks on paper
Under the drawing of each track, label where marble will be released and make a prediction about where the marble will stop
Now, conduct each trial with marble and ramp and compare actual results to predicted results
Explain the motion of the marble with a distance time graph, and acceleration-time graph
Explain in one sentence for each trial whether acceleration of gravity played a role in the results
Online component:
http://www.pbs.org/wgbh/nova/physics/galileo-experiments.html
Classroom materials:
Physics journal, marble, foam ramp
Assessment:
Assessment will be conducted through online tool listed above which is an online assessment where the students have to predict motion based on Galileo's experiments. This coincides perfectly with hands on activity and will provide me with a summative assessment for each student which analyzes their understanding of vertical and horizontal linear motion
ATTENTION: TEACHERS WHO ARE TRYING STAGE 1 ACTIVITY:
<Please feel free to post any feedback or comments here>
I think this is a great activity that allows students to use their skills of predicting and critical thinking. The online simulation is a great tool to incorporate in this lesson because it allows students to examine/experience the different situations.
-Colleen Feehan
Melissa Holland: I love this acitivty. Every year I notice that the kids have a tough time graphing in general. When we begin graphing motion they struggle a great deal. I think designing tracks like we did in class would be very usual and I will def. be doing this next year with my kids. I also loved in the online simulaiton that you can adjust the incline of the planes and the students can see how their ramps worked.
Maura Fitzsimmons: What I like about your stage 1 activity is that the interactive reinforces the actual physical activity. I think the repetition is great. Also, the interactive give the opportunity to predict and revise predictions along with providing explanation. In this way, it serves not only to develop conceptual information but also to break down misconceptions students may have!
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Learn about Newton's Three Laws of Motion with an Amazing New Resource:
Thinkfinity!
Click on link below and view video:
http://thinkfinity.org/api-search-standard-detail.jspa?state=MA&grade=10&subject=Science&pageRange=0&mode=dropdown&standard=589676867
Assignment for Homework:
Due Friday
List each of Newton's Three Laws of Motion and an example from this NHL Hockey Video of each law as it relates to ice hockey. There are several examples of each Law in this exciting video...enjoy!
Workshop 6 - Scientific Investigations
Black Box Investigation
Stage 2 Activity:
Use marble and foam ramp provided to design three simple 'tracks'
Design and sketch your three tracks on paper
Under the drawing of each track, label where marble will be released and make a prediction about where the marble will stop
Now, conduct each trial with marble and ramp and compare actual results to predicted results
Explain the motion of the marble with a distance time graph, and acceleration-time graph
Explain in one sentence for each trial whether acceleration of gravity played a role in the results
- Web 2.0 –
- Check this out to see what Galileo would think…
- http://www.pbs.org/wgbh/nova/physics/galileo-experiments.html
Another amazing resource:Please watch this video clip:
Galileo's use of the inclined plane to study the motion of objects is one of his most important contributions to science. As this video segment from NOVA illustrates, the inclined plane allowed Galileo to accurately measure the effect of gravity on falling objects and develop a universal law describing this effect.
http://www.pbs.org/wgbh/nova/education/physics/galileos-inclined-plane.html
Your investigation activity should integrate:
- (Mis)conceptions - a strategy for addressing a common misconception in order to build a sound understanding of the process of science
After watching these videos and testing your hypotheses with several trials, here comes the MOST IMPORTANT PART!!!Did you change your mind about any hypotheses you made?
Why? From your data? From Galileo?
Your conclusion should provide evidence, reasoning, and clarification on any errors made in calculations, hypotheses proven incorrect, replication suggestions.
- Assessment – http://www.pbs.org/wgbh/nova/education/physics/galileos-inclined-plane.html
Please follow the link to the following series of questions regarding predicting motion in a horizontal and vertical directionWorkshop 7 - Lesson Plan Template
<
Lesson Plan
Understanding the ElectroMagnetic Spectrum with Application to Everyday LifeYour name:
Chelsea SmithLesson Title:
Making Our Own EM SpectrumGrade Level:
10State Standards:
Interactions of Energy and Matter
Lesson Question:
Can students apply learned material to concepts they encounter every day in their lives?
Introduction:
What is the ElectroMagnetic Spectrum? You will probably be surprised to learn that television waves, radio waves, microwaves, visible light, radar waves are actually all exactly the same thing. We can describe them by their wavelength, frequency, or energy, and they are different only by these numerical values. However, their properties are different simply because of these values. A television wave will pass through the walls of our house, whereas visible light will not. Visible light and radio waves pass through Earth's atmosphere, whereas x-rays don't.
You may want to look through the various websites given below in the student activity as an inspiration to begin this activity
Task:
To construct a class display poster of the EM Spectrum which will include the frequency range, wavelength range, sources of the waves, and applications of the spectrum in that region
Process (include all steps of the lesson procedure -- include instructions for using digital media):
- Divide into groups of three pre-determined and listed on the board. Your group will be assigned a region within the EM Spectrum to research. You should locate the frequency range, wavelength range, sources of the waves, and applications of the spectrum in that region. Your group should then display your research on the bulletin board paper in the appropriate region by drawing or pasting pictures and including data you deem important. Listed above are some suggested websites to research the electromagnetic spectrum. Go through magazines to find applications of electromagnetic waves in your region.
- You can also reference the following power point presentation for additional information
12 Chapter.ppt
- Details
- Download
- 5 MB
- Each group must also turn in a written report on your region of the electromagnetic spectrum giving sources and applications.
Conclusion:You have accomplished mastery of one region within the EM Spectrum! This activity has helped you apply your knowledge of the concepts, math, and application to every day life.
Assessments:
Assessment Rubric
Resources:
Power Point Information from Glencoe Physical Science Book
Ideas for Activity from
http://galileo.phys.virginia.edu/Education/outreach/8thgradesol/ElectromagSpect.htm
Teacher Notes:
One teacher is needed for this activity
Groups of three students will provide up to 21 students with one range on spectrum. If more students, groups will be larger than three.
A large bulletin board must be provided along with magazines, colored pencils, and glue